Exploring Language and Communication in anIndividual with Congenital Deafblindness:A Case Study
Year: 2006
Type: book
Abstract: The combined hearing and visual impairments associated with congenital \ndeafblindness severely diminish access to information from the environment and \nimpede opportunities for interaction and development of symbolic language. \nCongenital deafblindness involves the impairment of both vision and hearing to such \nan extent that an individual cannot function as someone who is deaf or as someone \nwho is blind. The term congenital deafblindness covers a spectrum of combinations \nof varying degrees of vision and hearing loss. A total absence of vision and hearing \nlies at one end, while at the other end, residual vision or hearing, or some residual \nfacility in both senses, is available. The degree of impairment varies within this \npopulation, which precludes generalising as regards successful remediation \nstrategies. Concomitant physical or cognitive impairments will bring further \nchallenges. People with congenital deafblindness who are able to use their residual \nsight or residual hearing are at a relative advantage, availing of communicative \noptions that make use of the residual sense. Nonetheless, individuals who present \nwith impairments within the spectrum of combined hearing and vision loss are at a \ngreat disadvantage when developing communication. \nEducational strategies for promoting communication and language in this population \ngenerally advocate an individualised approach (see McInnes and Treffrey, 1982; Van \nDijk, 1986; Nafstad and Rødbroe, 1999; Chen and Downing, 2006). Many different \nstrategies may be utilised when supporting language acquisition. Such methods \ninvolve the use of sign systems and tangible objects of references. Examples of sign \nsystems are formal sign language, adaptive signs and natural gestures. Tangible \nobjects of reference are those that are used to refer to other objects, people, places \nand activities. They can be concrete representations, for example a spoon used to \nrefer to dinner time, or abstract representations, for example an arbitrary piece of \nfabric that is used to refer to a day of the week. \nStereotypic behaviours are commonly observed in individuals who are deafblind. \nIdiosyncratic or stereotypic behaviours may appear unconstructive but could prove \nbeneficial to developing communication. A type of echolalia (using signs instead of \nspeech) and imitation rituals are sometimes exhibited by individuals who are \ndeafblind, and may be significant in efforts to communicate for this population.
Authors: Kathleen Deasy, Fiona Lyddy
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1164393512